Reinforcing Flow Experience in Selfassessment Testing through Employing Neurofeedback Techniques

Transcription

1 Reinforcing Flow Experience in Selfassessment Testing through Employing Neurofeedback Techniques Authors: Ming-Chi Liu, Guan-Yu Chen, Yueh-Min Huang Presenter: Guan-Yu Chen

2 Outline 1. Computerized Testing 2. Flow Theory 3. Arousal Theory 4. Stress Theory 5. Instrument 6. Method 7. Experiments 8. Results 2

3 1. Computerized Testing Test System: Item Analysis: Correct Rate, IRT, MIRT Item Selection: Teacher s Profession, Algorithms Ability Evaluation: Efficiency, Accuracy 3

4 1. Computerized Testing Computerized Testing Test Tools Doing Test, Marking Test Paper, Storing Results Self-assessment Adaptive Testing Online Testing / Assessment Web-based System Decoration Visualization, Message Types, Feedback, Availability, Usability 4

5 2. Flow Theory In positive psychology, flow, also known as zone, is the mental state of operation in which a person performing an activity is fully immersed in a feeling of energized focus, full involvement, and enjoyment in the process of the activity. In essence, flow is characterized by complete absorption in what one does. Flow is a pleasurable state of high productivity which can occur either during work or play. Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper & Row. ISBN Nakamura, J., & Csikszentmihalyi, M. (2009). Flow theory and research.handbook of positive psychology, Oxford University Press. ISBN

6 2. Flow Theory When a person's ability to perform a task balances the difficulty of the task that they have to do, then they enter the flow state. When the task is too easy, they become bored. When the task is too hard, they become anxious. When it's just right, they experience flow. 6

7 2. Flow Theory The hallmark of flow is a feeling of spontaneous joy, even rapture, while performing a task although flow is also described as a deep focus on nothing but the activity not even oneself or one's emotions (Goleman, 1996). Goleman, D. (1996). Emotional Intelligence: Why It Can Matter More Than IQ. Bloomsbury (p. 91). ISBN

8 3. Arousal Theory Yerkes and Dodson (1908) developed an empirical relationship between arousal and performance, which named the Yerkes-Dodson law. This law indicated that a person s performance increased with mental arousal, but if the levels of arousal became too high, his/her performance decreased. Yerkes, R. M., & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit-formation. Journal of Comparative Neurology and Psychology, 18, doi: /cne

9 3. Arousal Theory Yerkes-Dodson Human Performance Curve 9

10 4. Stress Theory Cox and MacKay (1976) redefined the law by emphasizing the psychological phenomenon of the stress. If a person's stress is too low, he/she may feel boring. Oppositely, if a person's stress is too high, he/she may break down. There exists a best performance that can be found under certain ranges of stress levels. When a person is in a state of flow, his/her performance is at the top of the performance curve (Payne, 2005). Cox, T., & Mackay, C. (1976). A psychological model of occupational stress. A paper presented to The Medical Research Council. Mental Health in Industry, London, November. Payne, R. (2005). Relaxation Techniques - A Practical Handbook for the Health Care Professional (3rd ed.). New York: Churchill Livingstone. 10

11 4. Stress Theory 11

12 Neurosky Mindware Mobile ThinkGear 5. Instrument esense: Attention & Meditation EEG Spectrum: δ, θ, α, β, γ RAW Data: 512 Hz Eye Blink Pictures from: 12

13 5. Instrument Advantages Simple Data: Attention, Meditation Easy to Setup: Dry Electrode, Easy to Wear Mobility: Bluetooth, Network Software Support: Useful, Funny Programmable Shortcomings Only One Channel Data & Sample Lose: Electrode Leaves skin High Power consumptive: AAA Battery ( 5 hrs ) Uncomfortable: Earlobes Hurt, Too Big Head 13

14 6. Method 14

15 7. Experiments 15

16 7.1 Test System Screenshot 16

17 7.2 Experimental Pictures 17

18 8. Results 15 Testees (Mean Age = , SD = ) Computer Skills & Usages n = 15 Mean SD >= 4 (%) 1. I often use the computer I am adept at using computers I often use the Internet I am adept at using the Internet I often use computers for learning I am adept at using computers for learning I often use the computer test I am adept at using the computer test

19 8. Results Mean n SD SEM Attention Easy Attention Difficult Meditation Easy Meditation Difficult Mean SD SEM LB UB t DF Sig. (Two Tails) Attention Easy - Difficult Meditation Easy - Difficult

20 The End~

21 Q & A